KJCKorea
Journal Central

There has been no research yet on adopting the PBL (Project-Based Learning) method in university writing courses in Korea and utilizing generative AI chatbots in the process. This study designed the course with the expectation that using generative AI chatbots would encourage students to participate actively in class. Specifically, the course focused on the 'topic selection' and 'outline drafting' stages of the writing process. Analysis of students' experiences and perceptions revealed that they acknowledged the usefulness of generative AI chatbots as a learning tool and evaluated that the course model helped them in selecting topics and drafting outlines. Furthermore, by understanding the characteristics of AI technology and learning how to use it, students demonstrated improved AI literacy skills. Notably, the study found that students developed a critical attitude, expressing concerns that excessive reliance on generative AI chatbots could hinder the development of critical thinking and creativity, which are essential skills to be learned in writing courses.

This paper collectively refers to “AI as a tool” and “learning with AI” as “education with AI” and discusses the necessity of “education with AI” in liberal arts education. After examining pros and cons of utilizing AI in class, this paper presents current status of AI in liberal arts education and proposes three main ideas: AI ethics, development of interdisciplinary AI courses and human-AI collaborations while preserving humanity.

The purpose of this study is to explore the implementation and effectiveness of coaching education at universities through the development and operation of an elective liberal arts course, "Coaching Leadership." This course applies a learner-centered approach by utilizing Blended Learning as a teaching method. To assess the course's effectiveness, an online Focus Group Interview was conducted with six students who took the "Coaching Leadership" course in the second semester of 2023. The FGI followed ethical guidelines for research participants, and all data were recorded, transcribed, and categorized. The results of the study revealed three major categories, nine subcategories, and 25 concepts, including the development and structuring of the course, enhancement of coaching competencies, and benefits of coaching learning. These findings provide insights into various strategies and operational methods for establishing a coaching leadership course within universities. Moreover, the course had a positive impact, improving students' awareness of coaching and fostering their coaching skills. Additionally, it was verified that the course contributed to the development of self-leadership and relational leadership, as well as to future career planning, expanding its relevance to life skills. In conclusion, the course has proven to be an academically and practically valuable liberal arts course that broadens understanding of both oneself and others.